# What counts as math ?

@inproceedings{Jansen2017WhatCA, title={What counts as math ?}, author={R. Jansen and M. Srinivasan}, year={2017} }

What do people think of when they think of “math?” We propose that individuals may have very different working definitions of the category of math, and that those with broader math conceptions may have less math anxiety. In Study 1, we introduce a method for indexing the “breadth” of individuals’ math conceptions, and show that there is an inverse relation between conception breadth and math anxiety. These results suggest that math anxiety is related both to how expansive individuals perceive… Expand

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It is shown that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students when these teachers are almost exclusively female. Expand

Math Anxiety, Working Memory, and Math Achievement in Early Elementary School

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Although math anxiety is associated with poor mathematical knowledge and low course grades (Ashcraft & Krause, 2007), research establishing a connection between math anxiety and math achievement has… Expand

Intergenerational Effects of Parents’ Math Anxiety on Children’s Math Achievement and Anxiety

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It is found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the schoolyear’s end—but only if math-anxious parents report providing frequent help with math homework. Expand

The Chicken or the Egg? The Direction of the Relationship Between Mathematics Anxiety and Mathematics Performance

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This review considers the two possible causal directions between mathematics anxiety and poor mathematics performance, and suggests that this mixture of evidence might indicate a bidirectional relationship between MA and mathematics performance (the Reciprocal Theory), in which MA and Mathematics performance can influence one another in a vicious cycle. Expand

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Highly math-anxious individuals are characterized by a strong tendency to avoid math, which ultimately undercuts their math competence and forecloses important career paths. But timed, on-line tests… Expand

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Because challenges are ubiquitous, resilience is essential for success in school and in life. In this article we review research demonstrating the impact of students’ mindsets on their resilience in… Expand

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Results of 151 studies were integrated by meta-analysis to scrutinize the construct mathematics anxiety. Mathematics anxiety is related to poor performance on mathematics achievement tests. It… Expand

The Relationship among Elementary Teachers' Mathematics Anxiety, Mathematics Instructional Practices, and Student Mathematics Achievement

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Many elementary teachers have been found to have high levels of mathematics anxiety but the impact on student achievement was unknown. Elementary teachers (N = 692) completed the modified Mathematics… Expand

Learning Mathematics in a Visuospatial Format: A Randomized, Controlled Trial of Mental Abacus Instruction.

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MA students outperformed controls on arithmetic tasks, suggesting that MA expertise can be achieved by children in standard classrooms, and improving students' mathematical abilities beyond standard math curricula is related to changes in basic cognitive capacities like working memory. Expand

The Single-Item Math Anxiety scale (SIMA): An alternative way of measuring mathematical anxiety

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This study examines whether the Single-Item Math Anxiety scale (SIMA), based on the item suggested by Ashcraft (2002), provides valid and reliable measures of mathematical anxiety. A large sample of… Expand